1. Design Richards and Rodgers 1986 state that design is the level of method analysis in
which several things are considered: the objectives, the ways the language content are selected and organized, the types of learning tasks and teaching activities, the
roles of learners, the roles of teachers, and the role of instructional materials. 2. English Conversation Materials
According to Oxford Advanced Learner’s dictionary, materials are things that are needed in order to do a particular activity. Kemp 1977 states that the content of
the materials must closely relate to the objectives and to the students’ needs. In this study, the English conversation materials relate to the things that are used in
conversation class. The materials are intended to give guidelines for the teachers and the students in doing teaching-learning activities.
3. Advanced learners In this study, advanced learners refer to Quick Concept English Course Solo
learners who have passed 55 meetings. They have learned the first, the second, and the third books of New Concept English for Global Communication
published by Cambridge University Press. 4. English Conversation class
English Conversation Class in this study refers to the English Conversation Class in Quick Concept English Course Solo in which the activities of the class are
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mainly focused on speaking. The class is provided for those who have passed 55 meetings.
5. Quick Concept English Course Solo Quick Concept
English Course Solo is located at Jalan Kawung 3, Solo. It was opened on March 27, 2003. The course provides classes for high school students,
college students and also for general people. The standard number of the meetings is 55, those are the meetings for basic and intermediate levels. If the students want
to continue the study, they can join the conversation class that has been provided for advanced learners.
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CHAPTER II LITERATURE REVIEW
In this chapter, the writer discusses theories used in this study. The Theoretical Description discusses literature related to Instructional Design Model,
Communicative Language Teaching, and teaching speaking. The Theoretical Framework summarizes the discussions in the Theoretical Description.
A. Theoretical Description 1. Instructional Design Model
Instructional design model deals with the planning of instruction used in teaching-learning activities. It covers the goals, the bases, the targets, and the steps of
the instructional planning. In this study, the writer uses Kemp’s instructional design model. It offers an
effective instruction, which is based on the learners’ needs and characteristics. It can be applied on any educational level, from elementary school until college. Kemp
1977 states that this instructional design plan is designed to supply answers to three questions, which may be considered the essential elements of instructional
technology. The first question is what must be learned. It is directed to formulate the objectives. The second question is what procedures and resources will work best to
reach the desired learning levels. It deals with the activities and the resources. The
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third question is how will we know when the required learning has taken place. This last question relates to the evaluation.
In order to answer the questions, there are eight steps to carry out in the design process. The relationship of each step in the plan to the other steps is
illustrated in Figure 2.1.
Figure 2.1. Kemp’s Model: The Relationship of each step in the plan to the other steps Kemp, 1977:9
The first steps Kemp proposes are considering goals, listing topics, and stating the general purposes for teaching each topic. The second one is enumerating the
important characteristics of the learners for whom the instruction is to be designed. The third one is specifying the learning objectives to be achieved in terms of
measurable student behavioral outcomes. The fourth one is listing the subject content that supports each objective. The fifth one is developing pre-assessments to determine
the student’s background and present level of knowledge about the topic. The sixth one is selecting teachinglearning activities and instructional resources that will treat
the subject content so students will accomplish the objectives. The seventh one is Revise
Goals, Topics, and General Purposes
Learning Objectives Learner
Characteristics
Pre-Assessment Subject Content
Support Services TeachingLearning
Activities, Resources Evaluation
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